Special publication on Developing Generative AI-informed Pedagogies Using Lesson Study

We are pleased to announce the publication of a special issue of the International Journal for Lesson and Learning Studies (Volume 14, Issue 3) entitled Developing Generative AI-informed Pedagogies Using Lesson Study. This special issue, co-edited by Rongjin Huang, Eric Cheng, James Calleja and Patrick Camilleri, brings together an international community of scholars and practitioners exploring the intersection of lesson study and the transformative potential of generative artificial intelligence (GenAI) in education. In this special issue,

The rapid emergence of GenAI has generated new opportunities and challenges for teachers, schools, and systems worldwide. While AI tools have shown remarkable potential in supporting personalized learning, feedback, and content creation, their integration into classroom practices requires thoughtful pedagogical approaches. Lesson study – a collaborative professional development model whereby teachers systematically identify issues with teaching and learning, plan a research lesson, teach and observe, and reflect on student learning – offers a fertile ground for developing AI-informed teaching strategies.

This special issue responds to the growing need for evidence-based insights into how GenAI can be harnessed within the structures of lesson study to enhance both teaching and student learning. The contributions span a wide range of themes that include:

• Practical cases of integrating GenAI tools in lesson study cycles.
• Teachers’ perceptions and experiences of using GenAI in teaching using lesson study.
• Theoretical and methodological reflections on the affordances of GenAI for collaborative teacher learning.
• Ethical considerations, challenges, and future directions in adopting AI-informed pedagogies.

Among the featured contributions is the paper authored by Dr James Calleja and Dr Patrick Camilleri, research academics within the Faculty of Education, entitled “Primary school teachers’ perceptions towards the use of generative AI in teaching using lesson study”. This article, which is available open access, reports on empirical findings from primary teachers and highlights how lesson study can serve as a professional space to engage with new technologies, explore innovative practices, and voice concerns about the use of GenAI in teaching. Dr Calleja and Dr Camilleri will present this article in the next World Association of Lesson Studies (WALS 2025) Conference which will be held in Hiroshima (Japan) between 10-12 November 2025.

Together, the articles in this Special Issue offer an emerging picture of how lesson study can serve as a bridge between technological innovation and pedagogical practice. They highlight both the promise and the complexity of designing meaningful learning experiences in an era shaped by GenAI.

This special issue is an important milestone in advancing global discussions on GenAI and education. It not only showcases innovative practices from diverse contexts but also encourages teachers, researchers, and policymakers to rethink professional development in light of rapidly evolving digital landscapes.

We invite educators, researchers, and all those interested in the future of teaching and learning to explore the issue, reflect on the insights offered, and consider how lesson study might support the responsible and creative integration of GenAI into educational practice.

The full special issue is available online.